Of more than 100 bills in the House Committee on Education, legislation from Rep. Owens and Rep. Alonso León is one of only two bills related to COVID-19’s negative impact on K-12 education.

Despite the enormous disruption COVID-19 has had on Oregon’s education system, only two bills in the House Committee on Education address the negative effects of COVID-19 on students.

Representative Mark Owens (R-Crane) and Representative Teresa Alonso León (D- Woodburn) are chief sponsors of HB 2962, which would direct a formal evaluation of students’ education needs resulting from COVID-19 closures, a step towards identifying how students can recover from gaps in learning.

“It is critical we identify and address the serious gap in education our students have experienced during the last 12 months because of COVID-19 and government-mandated stay-at-home orders,” said Rep. Owens, who also serves as a member of the Crane School Board. “There is much more we should be doing as lawmakers to address this critical issue for Oregon students, and it is great to see the bipartisan support for this proposal that will hopefully lead to others.”

“We should not be hiding from the truth that virtual learning has seriously harmed our kids’ educational development,” added House Republican Leader Christine Drazan (R-Canby.) “After Oregon’s education officials announced plans to abandon standardized testing that would measure learning gaps, we need proposals like this more than ever.”

Negative academic effects from distance learning still have not been adequately measured in Oregon, and plans to do so have been delayed.

Even 2020 high school graduation rates are misleading since the Oregon Department of Education drastically altered its graduation standards. As recently as 2017, Oregon had the second-worst graduation rate in the country. The full impact of virtual learning on graduation rates is still not clear.

Miguel Cardona, the Secretary of Education selected by President Joe Biden, affirmed the need for evaluations nationwide when saying that student data obtained from standardized tests is important to help education officials create policy and target resources where they are most needed. “We have to make sure we laser-focused on addressing inequities that have existed for years. … Every bit of data helps,” added Cardona during a legislative conference.

A D V E R T I S E M E N T

A D V E R T I S E M E N T

Oregon remains the second to last state for reopened schools according to a tracker from Burbio, a website that aggregates school government, library and community event information and consists of more than 80,000 K-12 school calendars from all fifty states.

Numerous studies have been conducted which indicate a correlation between native mental health impacts for children due to closed schools:

“Beginning in April 2020 the proportion of children’s mental health-related ED visits among all pediatric ED visits increased and remained elevated through October. Compared with 2019, the proportion of mental health-related visits for children aged 5-11 and 12-17 years increased 24 percent and 31 percent respectively.” – Centers for Disease Control and Prevention, November 13, 2020.

Additionally, most states in the country have been reopening after a variety of studies point to safe conditions that would allow willing students to attend school in-person with minimal COVID-19 risks:

The CDC guidance, under President Biden, recommends that schools can reopen with successfully implemented mitigation strategies.

“Our data indicate that schools can reopen safely if they develop and adhere to specific SARS-CoV-2 prevention policies.” – American Academy of Pediatrics, January 6, 2021.

“…we see no indication that in-person school reopenings have increased COVID-19 hospitalizations in the counties below 36-44 new COVID-19 hospitalizations per 100,000 per week. Neither the levels nor the trends change in any direction when schools open in [counties below 36-44 new COVID-19 hospitalizations per 100,000 per week], even as far as 6 weeks after schools reopened. In fact, we often see precise estimates suggesting declines in hospitalizations in these low-baseline COVID-19 counties…” – National Center for Research on Education Access and Choice (REACH), Tulane University, January 4, 2021.

HB 3350 is a second bill that addresses COVID-19’s impact on education.


--Staff Reports

Post Date: 2021-04-02 14:12:17

Last Update: 2021-04-02 14:22:06